The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development
Datos Bibliográficos
| ID | 12136272 |
|---|---|
| Autores | Tessa Weyns (0000-0002-4012-7837, KU Leuven, autor de correspondencia), Hilde Colpin (0000-0003-3712-2709, KU Leuven), Maaike Engels (0000-0002-3070-3124, KU Leuven), Sarah Doumen (0000-0003-4208-4751, Hasselt University), Karine Verschueren (0000-0003-2172-1424, KU Leuven) |
| Año | 2019 |
| Volumen | 47 |
| Páginas | 259-270 |
| Fecha de publicación | 2019-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2018.12.009 |
| OpenAlex | W2910306181 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 77 |
Class (philosophy · Developmental psychology · Environmental health · Mathematics education · Peer acceptance · Peer group · Poison control · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Early Childhood Education and Development · Human Factors and Ergonomics · Medicine · Parental Involvement in Education · Psychology
Three Decades of Research on Individual Teacher-Child Relationships
Understanding Teacher-Child Dyadic Interactions Through a Problem-Solving Task
Current and past peer victimization and school belonging
The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment
Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students
Towards a curriculum targeting teachers’ relationship-building competence
Teacher qualifications and development outcomes of preschool children in rural China
Analysis of Incomplete Multivariate Data
Applied Longitudinal Data Analysis
Developmental Trajectories of Externalizing Behaviors in Childhood and Adolescence
Reciprocal effects of student–teacher and student–peer relatedness
The Significance of Insecure Attachment and Disorganization in the Development of Children’s Externalizing Behavior
Teaching through Interactions
Peer Rejection, Aggressive or Withdrawn Behavior, and Psychological Maladjustment from Ages 5 to 12
Children's Social and Scholastic Lives in Kindergarten
Teacher-Child Relationships and Children's Success in the First Years of School
Supporting teachers’ relationships with disruptive children
Teacher–child relationships from an attachment perspective
Banking Time in Head Start
Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten
Key Issues in the Development of Aggression and Violence From Childhood to Early Adulthood
Statistical Power Analysis for the Behavioral Sciences
Classroom problem behavior and teacher-child relationships in kindergarten
Relationships Between Teachers and Children
Trajectories of classroom externalizing behavior
Anxious Solitude and Peer Exclusion
The significance of attachment security for children’s social competence with peers
Recent trends in research on teacher–child relationships
The Development of Physical Aggression from Toddlerhood to Pre-Adolescence
The teacher-child relationship and children's early school adjustment
Teacher–Child Interactions in the Classroom
The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems
Missing data
The Bioecological Model of Human Development
Multiple Imputation for Nonresponse in Surveys
Features of Pre-Kindergarten Programs, Classrooms, and Teachers
Teachers' Perceptions of Conflict with Young Students
Teacher–child relationship quality
Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Development of student–teacher relationships in rural early elementary classrooms
Can classroom emotional support enhance prosocial development among children with depressed caregivers
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Children's interpersonal behaviors and the teacher–child relationship
A reliable sociometric measure for preschool children
The Child Behavior Scale
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
Intraclass correlations
| Obras citantes distintas | 7 |
|---|---|
| Citas por año | 1,17 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 7 |